General Goals Description of learners Description of subject matter Detailed learning objectives Prerequisites and Standards Scaffolding Learning Instructional Plan List of Materials Assessment and Evaluation Top
General Goals
This curriculum web was developed by librarians who noticed a need for students to learn to appreciate different cultures and their origins It is also developed for students to understand that fairy tales are in the non-fiction section of the library because of cultural and/or social sciences. Students will synthesize previous learned knowledge of fairy tales and Venn diagrams to understand the similarities and differences between different cultures, using different multicultural versions of the traditional fairy tale Cinderella. Top
Description of learners
This unit is intended for third graders, but it could also be adapted for fourth or fifth graders. Students are of different social and cultural backgrounds. Accommodations will be necessary, because students learning styles, reading abilities, and motivations are varied. Students should have a basic understanding of how to use a computer, how to navigate web pages, understand story elements, understand different genres, Venn diagrams, and understand the basic elements of fairytales. Top
Description of subject matter
The curriculum will include information on multicultural versions of Cinderella, including their country of origin.
Topics will include:
Pervading themes of fairytales
Story elements
Geographical data
Cultures
Concepts and skills:
Increased appreciation of different cultures
Location of countries on a globe
Teamwork
Presentation skills
Reading or listening skills (students who have poor reading skills will have the option of listening to a story or reading with a partner)
Top
Detailed learning objectives
Students will understand the following:
That the traditional story Cinderella has many different versions representing many different cultures.
Where their chosen story originated and how that culture influenced the story.
The similarities and differences between their chosen country/culture and the traditional version of Cinderella.
Summary aim
This curriculum web will teach third grade students to understand and appreciate different cultures and their origins through learning the different multicultural versions of Cinderella.
Rationale
Today’s students need to understand and appreciate different cultures that are represented around them in everyday situations. Being able to understand that it is ok to be different will boost confidence and self esteem, creating a culture of understanding and tolerance that will transfer to real world situations.
It addresses the following Pennsylvania State Standards:
1.2 Reading Critically in All Content Areas
1.3 Reading, Analyzing and Interpreting Literature
1.4 Types of Writing
1.6 Speaking and Listening
1.8 Research
8.1 Historical Analysis and Skills Development Top
Scaffolding Learning and Assessments
Entry support
Teacher facilitated learning providing an overview of expected outcomes and learner activities, including teacher created groups and time frame for completion of the unit (six 40 minute classes total)
Glossary of terms
Rubrics
Examples of all completed activities-including a basic, proficient, and an advanced example according to the rubrics provided
Review of website navigation
Review of Super 3
Site indexes of curriculum web
Beginning participation
Outline of group work expectations
Graphic organizers for story elements and fairytale themes (partially filled out for learners who need scaffolding)
Venn diagrams (partially filled out for learners who need scaffolding)
During learning activities
Students will use a teacher created social bookmarking website provided in the curriculum web for all external links and examples
Using a graphic organizer, students will review the Interactive Story Elements website includes audio narration)-includes an online quiz to check for understanding
Using a graphic organizer, students will review the Elements of Fairy Tales website-includes an online quiz to check for understanding
Students will have mini-conferences with the teacher to discuss progress and assess student learning using reflection questions during and after all other assignments. At this time, if remediation is needed, students will receive support from the regular education teacher, learning support teacher, librarian, and learning support aids
Students will be closely monitored for group work participation-all students will have an assigned role in the process
Completion of learning activities
When online quizzes are completed, students will need to have reached the 4/5 performance criteria for each quiz-if students do not meet this, they will receive support from the regular education teacher, learning support teacher, librarian, and learning support aids
When Venn Diagram and Super 3 are completed, teacher/students conferences
When research is complete, teacher/students conferences to determine the type of presentation the students will use
Finished learning activities
Questions for reflection
Provided information on additional cultures/countries that students did not choose to research
Enrichment activities for students-create a multicultural recipe book, graph data, and create a power point of student presentations including all of the different cultures represented
Instructional Plan 1. Students will be placed in small homogenous groups by interest and heterogeneous groups by ability.
Groups will be divided into 3-5 students per group (can be flexible).
Discuss roles with the group, expectations, and show students the rubric. Each member of a group will be assigned a role/s:
Leader-makes sure everyone is heard and keeps everyone focused on the task
Recorder-keeps records and writes all notes on graphic organizers and Venn diagram
Time Keeper-makes sure students on task and announces when time is half up and when there is only five minutes left
Archivist-keeps all student work in a folder
Monitor-responsible for maintaining all supplies, reporting rubric completion, and asking the teacher for help when needed (after discussing with group)
Presenter-presents the information
*one class period
2. Groups will visit the website Interactives, Elements of a Story to review the original tale Cinderella and story elements and complete the quiz.
*one class period
3. Groups will visit the website Elements of Fairy Tales to review the pervading themes of fairytales and complete the quiz. *one class period 4. Groups will be assigned a culture to research based on the Cinderella multicultural version they choose. Groups will read/listen to their multicultural version of Cinderella using print and/or electronic resources depending on the version they choose. Groups will compare and contrast the original version of Cinderella to their multicultural version by completing their Venn diagram. Groups will then begin to research their country/culture using National Geographic Kids and Yahoo! Kids Reference following the Super 3 Research Model and completing all ten questions of the Super 3 plan.
*two class periods
5. Groups will prepare a presentation of their choice that highlights three factors that make their culture unique and the benefit of these cultural traits. Groups have the choice of presenting through www.slideshare.net, www.goanimate.com, www.audacity.sourceforge.net, or www.anitmoto.com.
All students will create a passport that will be used as documentation of the countries they visit during the presentations. Students can either use the template provided or if time allows design their own passport cover.
*two class periods
6. Groups will present their findings in a previously approved format of the student’s choice. After all presentations, students will list and discuss three reasons why it is ok for people to be different.
*two class periods Top List of Materials
http://delicious.com/bmonster30 - This social bookmark site contains the quizzes for elements of a story, elements of fairy tales, online versions of the fairy tale Cinderella and resources for research of the country.
Story chosen is from a culture that is significantly different from students
Fairy Tale themes
Able to identify three themes
Able to identify four themes
Able to identify all five themes
Story elements
Able to identify three elements
Able to identify four elements
Able to identify all five elements
Voice Thread
Assists in writing scripts for voice thread, but do not speak on the thread.
Assists in writing scripts for voice thread and speech on thread it one to two sentences.
Assists in writng scripts for voice thread and speech on thread is more than two sentences
Venn diagrams
Diagram contains only one or two element of Venn diagram
Diagram contains all three elements of a Venn diagram
Diagram also contains rationale for selection
Research
Research includes one website, map, and two cultural facts.
Research includes two websites, map and three cultural facts
Research includes at least three website, map, and intrepretation of three cultural facts.
Presentation
Presentation answers at least five questions from the Super 3 plan. Contains two cultural facts. No conclusions on culture offered.
Presentation answers at least eight questions from the super 3 plan. Contains three cultural facts and interpretations. Three conclusions on cultural impact.
Presentation answers all ten questions from teh super 3 plan. Contains more than three cultural facts and interpretations. More than conclusions on cultural diversity offered.
Group participation
Offers little input into group discussions.
Regularly participates in group discussions. Offers three reasons why diversity is beneficialn to society.
Leads group discussions. Offers more than three reasons why diversity is beneficial to society.
Teacher Page
General GoalsDescription of learners
Description of subject matter
Detailed learning objectives
Prerequisites and Standards
Scaffolding Learning
Instructional Plan
List of Materials
Assessment and Evaluation
Top
General Goals
This curriculum web was developed by librarians who noticed a need for students to learn to appreciate different cultures and their origins It is also developed for students to understand that fairy tales are in the non-fiction section of the library because of cultural and/or social sciences. Students will synthesize previous learned knowledge of fairy tales and Venn diagrams to understand the similarities and differences between different cultures, using different multicultural versions of the traditional fairy tale Cinderella.
Top
Description of learners
This unit is intended for third graders, but it could also be adapted for fourth or fifth graders. Students are of different social and cultural backgrounds. Accommodations will be necessary, because students learning styles, reading abilities, and motivations are varied. Students should have a basic understanding of how to use a computer, how to navigate web pages, understand story elements, understand different genres, Venn diagrams, and understand the basic elements of fairytales.
Top
Description of subject matter
The curriculum will include information on multicultural versions of Cinderella, including their country of origin.
Topics will include:
- Pervading themes of fairytales
- Story elements
- Geographical data
- Cultures
Concepts and skills:- Increased appreciation of different cultures
- Location of countries on a globe
- Teamwork
- Presentation skills
- Reading or listening skills (students who have poor reading skills will have the option of listening to a story or reading with a partner)
TopDetailed learning objectives
Students will understand the following:
- That the traditional story Cinderella has many different versions representing many different cultures.
- Where their chosen story originated and how that culture influenced the story.
- The similarities and differences between their chosen country/culture and the traditional version of Cinderella.
- That it is ok to be different.
TopExpected prerequisites
Summary aim
This curriculum web will teach third grade students to understand and appreciate different cultures and their origins through learning the different multicultural versions of Cinderella.
Rationale
Today’s students need to understand and appreciate different cultures that are represented around them in everyday situations. Being able to understand that it is ok to be different will boost confidence and self esteem, creating a culture of understanding and tolerance that will transfer to real world situations.
It addresses the following Pennsylvania State Standards:
1.2 Reading Critically in All Content Areas
1.3 Reading, Analyzing and Interpreting Literature
1.4 Types of Writing
1.6 Speaking and Listening
1.8 Research
8.1 Historical Analysis and Skills Development
Top
Scaffolding Learning and Assessments
Entry support
Beginning participation
During learning activities
Completion of learning activities
Finished learning activities
- Questions for reflection
- Provided information on additional cultures/countries that students did not choose to research
- Enrichment activities for students-create a multicultural recipe book, graph data, and create a power point of student presentations including all of the different cultures represented
TopInstructional Plan
1. Students will be placed in small homogenous groups by interest and heterogeneous groups by ability.
Groups will be divided into 3-5 students per group (can be flexible).
Discuss roles with the group, expectations, and show students the rubric. Each member of a group will be assigned a role/s:
- Leader-makes sure everyone is heard and keeps everyone focused on the task
- Recorder-keeps records and writes all notes on graphic organizers and Venn diagram
- Time Keeper-makes sure students on task and announces when time is half up and when there is only five minutes left
- Archivist-keeps all student work in a folder
- Monitor-responsible for maintaining all supplies, reporting rubric completion, and asking the teacher for help when needed (after discussing with group)
- Presenter-presents the information
*one class period2. Groups will visit the website Interactives, Elements of a Story to review the original tale Cinderella and story elements and complete the quiz.
*one class period
3. Groups will visit the website Elements of Fairy Tales to review the pervading themes of fairytales and complete the quiz.
*one class period
4. Groups will be assigned a culture to research based on the Cinderella multicultural version they choose. Groups will read/listen to their multicultural version of Cinderella using print and/or electronic resources depending on the version they choose. Groups will compare and contrast the original version of Cinderella to their multicultural version by completing their Venn diagram. Groups will then begin to research their country/culture using National Geographic Kids and Yahoo! Kids Reference following the Super 3 Research Model and completing all ten questions of the Super 3 plan.
*two class periods
5. Groups will prepare a presentation of their choice that highlights three factors that make their culture unique and the benefit of these cultural traits. Groups have the choice of presenting through www.slideshare.net, www.goanimate.com, www.audacity.sourceforge.net, or www.anitmoto.com.
All students will create a passport that will be used as documentation of the countries they visit during the presentations. Students can either use the template provided or if time allows design their own passport cover.
*two class periods
6. Groups will present their findings in a previously approved format of the student’s choice. After all presentations, students will list and discuss three reasons why it is ok for people to be different.
*two class periods
Top
List of Materials
http://delicious.com/bmonster30 - This social bookmark site contains the quizzes for elements of a story, elements of fairy tales, online versions of the fairy tale Cinderella and resources for research of the country.
http://school.discoveryeducation.com/quizzes29/dbwernicke/ftelemquiz.html - Quiz for elements of a fairy tale.
http://www.learner.org/interactives/story/test.html - Quiz for elements of a story.
http://voicethread.com/#home - This site will allow you to create your voice thread Cinderella summary.
http://www.diigo.com/user/ksellers - This social bookmark site contains web pages that will aid students in researching their country.
http://www.big6.com/kids/k-2.htm - This web page contains the steps involved in completing the Super 3-Plan, Do, Review.
www.slideshare.net - This will allow you to create an online powerpoint presentation for your final project.
www.goanimate.com - This will allow you to create an original cartoon for your final project.
www.audacity.sourceforge.net - This will allow you to record and edit sound for your final project.
www.anitmoto.com - This will allow you to create a slide show for your final project.
http://interactives.mped.org/view_interactive.aspx?id=11&title- Website to use for an enrichment activity. This site contains templates to use in creating a multicultural cookbook.
Printed Materials
- Book versions of Cinderella fairy tales that are not available online
- Rubric for grading
- Venn diagram and passport templates
- Graphic organizers for story elements, fairy tale elements, and research facts
- Globes
- Paper and general art supplies for presentations or enrichment activities.
- For additional information and lesson planning:
Hollenbeck, Kathleen M., Teaching With Cinderella Stories From Around the World. New York: Scholastic, 2003.Hardware
- Computers with access to the Internet, one for each group.
- Printer
TopAssessment and Evaluation
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